ACR.2.- Key Ideas and Details Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Using the cover of the book as a reference point students will record their predicitons of what they think the book will be about. The students will use their observation skills to tell what time and place the story may take place as well what events will take place in the story. In a consolidating activity the students will need to look back upon their predicitons so they should keep them in their notebooks. Students can then share with their neighbors their predicitons and the reason for their predictions based on the book cover.
2. Vocabulary Words (Vocabulary, Phonics)
RL.3.4- Craft and Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Before the reading of the book introduce to the students some words that they will encounter that they may not be familiar with. To introduce these words use the kidspiration program where the words have already been entered and some of the definitions found. Ask students to assist you in assigning a picture and writing a sentence with the vocabulary word as part of it. Print out the handout for the students so that the definitions can be in front of them as they read through the book. The students may be familiar with some of them but kidspiration allows them to see the words in front of them with the definition and a sentence of a different context to better understand and comprehend what the word means.
3. Think/Pair/Share (Comprehension)
RL3.6- Craft and Structure Distinguish their own point of view from that of the narrator or those of the characters.
Sheet: What do you believe? http://bubbl.us
User: abbeym12
password: rs2010
email:abbster_04@hotmail.com/
To provide the students a place to record their ideas and suggestions use the internet to go to bubbl.us page. Have the students in partners discuss what they believe in and why they believe in it. The students need to discuss this with each other and when they have an idea they can come up to the computer and add another buble in the idea web. The students can add what they believe in and from those bubbles have the ones coming from that be why and how they believe in it. If students are struggling to come up with ideas have the students look at the screen and talk about some of the bubbles already on the screen. Direct them to see that sometimes people need to see things in order to believe it.
Building Knowledge Activities
1. Compound Words (Phonics, Vocabulary)
L.3.1- Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use abstract noun
As we read through the story the students need to pay close attention to try and find compound words. When a student identifies a compound word they can come up and record their compound word through the voicthread. Once all of the words along with the sentence they appear in is recorded on the voicethread when the story has been read the students can listen to their voicethread and hear all of the different compound words that are included. The teacher can then discuss the different types of compound words whether they are hypenated, two seperate words, or one word welded together.
2. Descriptive Words (Fluency, Vocabulary)
RL.3.4- Craft and Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.7- Integration of Knowledge and Ideas Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
The book "The Polar Express" is full of words and phrases that described other words and nouns. These words are what make the story come alive and provide vivid pictures in students and readers minds. In this activity students are to identify descriptive words or phrases as they read through the story. The kidspiration worksheet will provide a place to record these words and phrases. Some have been provided to get the students started. By seeing all of the different words and phrases that can be used as descriptors the students can see all that they can add to their own writing to paint more of a vivd picture. As the students read encourage them to understand how the story would be different if these words were not in the book and this activity will draw their attention to these words.
3. Question Activity (Comprehension, Fluency)
RL.3.1- Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RF.3.4-Fluency Read with sufficient accuracy and fluency to support comprehension.
Writeboard name: Questions about the Polar Express
password: rs2010 http://123.writeboard.com/dhry70zsgqk5fnie
Using the website Writeboard the students will be able to record their questions or answers to questions that occur as we read. Before reading through the story do a short picture walk through the book having students record observations and questions that they have from just the pictures. By incorporating the smart board the students can write their questions up as the whole class reading takes place. As the answer to these questions are found they can record their answers or talk about them and then cross off the question. At the end of the story they can look at the questions that they have left over and decide how they could find the answers or if there are really answers to the questions. This activity will help students to focus their reading and teach them to ask questions as they read by themselves to understand what they read. This will improve their comprehension skills and you will be able to see the different level questions and what the students are learning or wondering from the book.
Consolidation Activities
1. Sentence Sequencing (Comprehension, Fluency)
ACR.1-3- Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
The students will retell the story in a summary form and pratice their sentence sequencing. Hand to the students cut outs of a train. In each train the students are aloud to write a sentence about something that happened in the story. They will be given 6 trains. Using these six trains the students will need to retell the important aspects of this story and arrange the trains in the correct sequence of events. This will require students to understand the story and be able to summarize it into fewer words. The students will then trade their trains with a neighbor student and see if the students can arrange them in the correct sequence order.
2. Elements of a Story (Comprehension, Vocabulary)
RL.3.3- Key Ideas and Details Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RF.3.4-Fluency Read with sufficient accuracy and fluency to support comprehension.
http://www.mywebspiration.com/view/659965a15452
This story provides a good opportunity for the students to learn about the elements of a story. Using mywebspiration the students will be able to see a graphic design about the elements of a story. Using the Polar Express the students are able to identify the elements of this story and apply it to other stories and their own writing. Using the webspiration the students will need to add bubbles about each of the elements as they apply to the Polar Express. The students will also need to write the reason why these elements are important.
W.3.1- Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons.
Students will use their predictions from the opening activity to see if they were correct. The students will construct a dual-entry diary to examine their predictions and questions from the beginning of the book. The entry will include two columns: one column that presents their prediction, the next column what actually happened and whether their prediction was correct, partially correct, or wrong. The students will then examine their ideas about what makes someone believe something and record whether reading this story has changed their opinion on why they believe in what they believe. The students will record this with their predictions in their notebooks.
Students will be assessed on their learning:
-through the journal entry of making predictions on what they believe the book will be about.
-informally by the participation in the activities of recording compound and descriptive words that they find through their reading.
-formally through their ability to summarize the story in six sentences and sequence them correctly.
-based on the connections that they make from their predicitons and journal entry from the beginning to the conclusions that they draw through the final activity and the diary that they complete.
By: Chris Van Allsburg
Anticipation Activities
1. Making Predictions (Comprehension)
ACR.2.- Key Ideas and DetailsDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Using the cover of the book as a reference point students will record their predicitons of what they think the book will be about. The students will use their observation skills to tell what time and place the story may take place as well what events will take place in the story. In a consolidating activity the students will need to look back upon their predicitons so they should keep them in their notebooks. Students can then share with their neighbors their predicitons and the reason for their predictions based on the book cover.
2. Vocabulary Words (Vocabulary, Phonics)
RL.3.4- Craft and StructureDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Before the reading of the book introduce to the students some words that they will encounter that they may not be familiar with. To introduce these words use the kidspiration program where the words have already been entered and some of the definitions found. Ask students to assist you in assigning a picture and writing a sentence with the vocabulary word as part of it. Print out the handout for the students so that the definitions can be in front of them as they read through the book. The students may be familiar with some of them but kidspiration allows them to see the words in front of them with the definition and a sentence of a different context to better understand and comprehend what the word means.
3. Think/Pair/Share (Comprehension)
RL3.6- Craft and StructureDistinguish their own point of view from that of the narrator or those of the characters.
Sheet: What do you believe?
http://bubbl.us
User: abbeym12
password: rs2010
email:abbster_04@hotmail.com/
To provide the students a place to record their ideas and suggestions use the internet to go to bubbl.us page. Have the students in partners discuss what they believe in and why they believe in it. The students need to discuss this with each other and when they have an idea they can come up to the computer and add another buble in the idea web. The students can add what they believe in and from those bubbles have the ones coming from that be why and how they believe in it. If students are struggling to come up with ideas have the students look at the screen and talk about some of the bubbles already on the screen. Direct them to see that sometimes people need to see things in order to believe it.
Building Knowledge Activities
1. Compound Words (Phonics, Vocabulary)
L.3.1- Conventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use abstract noun
As we read through the story the students need to pay close attention to try and find compound words. When a student identifies a compound word they can come up and record their compound word through the voicthread. Once all of the words along with the sentence they appear in is recorded on the voicethread when the story has been read the students can listen to their voicethread and hear all of the different compound words that are included. The teacher can then discuss the different types of compound words whether they are hypenated, two seperate words, or one word welded together.
2. Descriptive Words (Fluency, Vocabulary)
RL.3.4- Craft and StructureDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.7- Integration of Knowledge and Ideas
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
The book "The Polar Express" is full of words and phrases that described other words and nouns. These words are what make the story come alive and provide vivid pictures in students and readers minds. In this activity students are to identify descriptive words or phrases as they read through the story. The kidspiration worksheet will provide a place to record these words and phrases. Some have been provided to get the students started. By seeing all of the different words and phrases that can be used as descriptors the students can see all that they can add to their own writing to paint more of a vivd picture. As the students read encourage them to understand how the story would be different if these words were not in the book and this activity will draw their attention to these words.
3. Question Activity (Comprehension, Fluency)
RL.3.1- Key Ideas and DetailsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RF.3.4-Fluency
Read with sufficient accuracy and fluency to support comprehension.
Writeboard name: Questions about the Polar Express
password: rs2010
http://123.writeboard.com/dhry70zsgqk5fnie
Using the website Writeboard the students will be able to record their questions or answers to questions that occur as we read. Before reading through the story do a short picture walk through the book having students record observations and questions that they have from just the pictures. By incorporating the smart board the students can write their questions up as the whole class reading takes place. As the answer to these questions are found they can record their answers or talk about them and then cross off the question. At the end of the story they can look at the questions that they have left over and decide how they could find the answers or if there are really answers to the questions. This activity will help students to focus their reading and teach them to ask questions as they read by themselves to understand what they read. This will improve their comprehension skills and you will be able to see the different level questions and what the students are learning or wondering from the book.
Consolidation Activities
1. Sentence Sequencing (Comprehension, Fluency)
ACR.1-3- Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
The students will retell the story in a summary form and pratice their sentence sequencing. Hand to the students cut outs of a train. In each train the students are aloud to write a sentence about something that happened in the story. They will be given 6 trains. Using these six trains the students will need to retell the important aspects of this story and arrange the trains in the correct sequence of events. This will require students to understand the story and be able to summarize it into fewer words. The students will then trade their trains with a neighbor student and see if the students can arrange them in the correct sequence order.
2. Elements of a Story (Comprehension, Vocabulary)
RL.3.3- Key Ideas and DetailsDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RF.3.4-Fluency
Read with sufficient accuracy and fluency to support comprehension.
http://www.mywebspiration.com/view/659965a15452
This story provides a good opportunity for the students to learn about the elements of a story. Using mywebspiration the students will be able to see a graphic design about the elements of a story. Using the Polar Express the students are able to identify the elements of this story and apply it to other stories and their own writing. Using the webspiration the students will need to add bubbles about each of the elements as they apply to the Polar Express. The students will also need to write the reason why these elements are important.
3. Concluding Thoughts (Comprehension, Vocabulary)
W.3.1- Text Types and PurposesWrite opinion pieces on topics or texts, supporting a point of view with reasons.
Students will use their predictions from the opening activity to see if they were correct. The students will construct a dual-entry diary to examine their predictions and questions from the beginning of the book. The entry will include two columns: one column that presents their prediction, the next column what actually happened and whether their prediction was correct, partially correct, or wrong. The students will then examine their ideas about what makes someone believe something and record whether reading this story has changed their opinion on why they believe in what they believe. The students will record this with their predictions in their notebooks.
Students will be assessed on their learning:
-through the journal entry of making predictions on what they believe the book will be about.-informally by the participation in the activities of recording compound and descriptive words that they find through their reading.
-formally through their ability to summarize the story in six sentences and sequence them correctly.
-based on the connections that they make from their predicitons and journal entry from the beginning to the conclusions that they draw through the final activity and the diary that they complete.